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Abstract:
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Recent reforms in statistics education and introductory statistics courses have initiated the need to prepare graduate teaching assistants (TAs) for these changes. Using a focus group study, we explored the experiences and perceptions of the University of Nebraska-Lincoln (UNL) TAs. Survey data from students taking a non-calculus introductory statistics course support the findings from this study, prompting a need for possible course changes. Factor analysis, mixed models, focus groups and traditional statistical methods were used to demonstrate the students' and TAs' support of a more concise, thorough approach toward technology, content and pedagogy in the introductory statistics course. Improvements are suggested to satisfy department, instructor, and student needs, as well as to promote critical thinking in statistics courses and create a statistically literate society.
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